Saturday, July 30, 2016

How Strengths-Based Parenting Can Help Your Kid Thrive

http://ift.tt/2aEhYGZ How Strengths-Based Parenting Can Help Your Kid Thrive

Parents Magazine | Kaitlin Ahern

Stop trying to ‘fix’ your kids and nurture their natural talents instead. 

Your kid loves to be the center of attention. She’s the type to run onto the playground, yell “Watch me!”, and make monkey noises while hanging upside down on the monkey bars.

If that sounds familiar, one of your child’s strengths may be her presence; and to nurture that strength, you may want to consider different ways she can lead by example, whether by showing other kids how to stop bullying or how to perform a dance routine.

This is just one example of strengths-based parenting, which encourages parents to quit dwelling on their children’s weaknesses and instead, help them develop their natural talents. “Innate talents—those behaviors, thoughts, and feelings that come naturally to you—don’t change much over time,” says Mary Reckmeyer, Ph.D., executive director of Gallup’s Donald O. Clifton Child Development Center. “Parents should embrace their own and their child’s natural talents, inclinations, and interests instead of putting most of their energy into ‘fixing’ what’s wrong or pushing their child to be someone else’s idea of perfect.”

That’s the idea behind Dr. Reckmeyer’s new book, Strengths Based Parenting: Developing Your Children’s Innate Talents(Gallup Press 2016), in which she combines decades of strengths psychology research—including assessments of nearly 1 million young people—with her experience as a teacher to present stories, examples, and practical advice that parents can use to uncover and foster their children’s top talents.

We chatted with Dr. Reckmeyer to learn more.

How can parents identify their child’s strengths?

Parents can use the Clifton Youth StrengthsExplorer assessment (recommended for ages 10-14) or the Clifton StrengthsFinder assessment (recommended for ages 15+) to identify natural talents. For younger kids, we use a method called “StrengthsSpotting” that relies on repeated observations of young children in a variety of settings and interactions.

Parents can also watch for clues to talent, especially in younger children. For example, when your child displays these clues time after time, she’s probably working in an area of talent:

  • Yearnings: Activities or environments your child is repeatedly drawn to
  • Rapid learning: Skills or activities your child picks up quickly and easily
  • Satisfaction: Activities your child is enthusiastic about and that fulfill her
  • Timelessness: Activities your child becomes so engrossed in that she seems to lose track of time whenever she’s doing them

When you apply skills, knowledge, and practice to natural talents, you can develop them into strengths. Recognizing your children’s talents early and nurturing their abilities can lead to greater happiness and fulfillment for parents and kids.

Parenting Style: Positive Parenting

Parenting Style: Positive Parenting

How can parents then foster their child’s strengths? And how can they keep this strengths-based mindset when school curriculums push kids into uniformity?

Encourage your children to pursue what they’re naturally good at. One of the best ways we can give kids confidence is for them to become experts—to know a lot about a few things. It gives them an edge to say, “I’m not great at math, but I know a lot about dinosaurs.” It doesn’t matter so much what the subject is, but that they’ve been allowed to learn it in depth. However, math does matter, and if your child struggles with math, you don’t want it to become a roadblock to his education. As a parent, find ways to use his talents and interests to motivate him. If he’s naturally competitive, challenge him to do his math homework before dinner. Does he relate well to other people? Perhaps he could join a study group. Help him get to the point where he’s good enough at math. Then he can still put time into those areas where he excels.

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by MindMake via MindMake Blog

Friday, July 29, 2016

Inspiring Girls into STEM with Programmable Wearables

http://ift.tt/2atpEuB Inspiring Girls into STEM with Programmable Wearables

Intel iQ | Cassidee Moser

Taking friendship bracelets into the digital age, Jewelbots teaches young girls to tinker and code their way into the exploding world of wearable technology.

Whether it’s the Queen of Coding Grace Hopper or the new wave of women innovation engineers, fashion brand CEOs and musicians, young girls today have a growing number of role models who use science, technology, engineering and math (STEM) in their recipes for success.

Having more role models is critical, but according to the founders of Jewelbots — the so-called friendship bracelets for the iPhone era — the next generation of women leaders and inventors will chase STEM endeavors at an early age, like a game of tag.

“Kids want to have fun; it’s their job,” said Brooke Moreland, co-founder of Jewelbots.

These programmable wearables, which are powered by Arduino Gemma microcontrollers, teach girls how to hack hardware and code software so they can customize their own watches.

“The sooner they realize how much fun they can have, the sooner they will be hooked,” Moreland said.

Hooking young girls with hands-on technology could lead them to careers that are underserved by women today. It might even inspire many to start their own STEM-related businesses, like Moreland and Jewelbots co-founder Sara Chipps.

Through Jewelbots, Moreland and Chipps hope to inspire girls to pursue any careers, whether that means programming new video games or studying computer science. Hacking digital bracelets helps girls unlock their own curiosity and potential for becoming leaders in technology and business.

Web

Chipps is also a developer and co-founder of the non-profit Girl Develop It. She first noticed the importance of empowering young women while teaching them to write software at Flatiron School. Her female students were particularly excited, never realizing what they could do with software until someone took the time to show them.

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by MindMake via MindMake Blog

Thursday, July 28, 2016

Best Play-Together Games for Families

http://ift.tt/2az8kWe Best Play-Together Games for Families

Common Sense Media | Caroline Knorr

What’s the best way to entertain family, guests, and relatives of all ages throughout the holidays? Hook ’em up with multiplayer games designed to be enjoyed together. From inexpensive apps that offer immediate gratification (perfect for waiting out flight delays) to interactive experiences that let kids put their new gifts to use (such as a Lego Dimensions toy or a sweet new Rock Band or Guitar Heroinstrument kit), games meant for two or more will keep everyone laughing, thinking, strategizing, and bonding well into the New Year.

Apps

Sesame Street Family Play, age 3+ (iPhone, iPod Touch, iPad)
With instructions for 150 simple offline games categorized by location of play, such as At Home and Traveling, this app zaps boredom and boosts learning while it keeps screen time at bay. All the games include a Sesame Street character’s endorsement and are designed to be led by parents or caregivers and played with common, everyday items.

Curious Words, age 6+ (iPhone, iPod Touch, iPad)
Part vocab-builder, part video creator, this app lets kids create short videos inspired by a single word that displays on the screen. They can film whatever they want, which makes it a wonderful turn-taking activity. The single-word inspirations are read aloud, so even emerging readers will be able to play.

Heads Up!, age 7+ (iPhone, iPod Touch, iPad, Android)
Adding a tech twist to charades with video playback makes this party game great family fun. Guessing the answers — and giving hints for them — and then watching hint-givers gesticulate wildly adds a layer of silliness that will keeps kids (and parents) entertained for a long time.

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by MindMake via MindMake Blog

Wednesday, July 27, 2016

How To Raise A Digitally Savvy Kid That Isn’t Always Staring At A Screen

http://ift.tt/2a47NGv How To Raise A Digitally Savvy Kid That Isn’t Always Staring At A Screen

Fatherly | 

Your kid is part of a whole generation that can swipe right before they can write. And because of that fact, you’ve become a little paranoid with how they interact with technology. It’s one thing to curb screentime, cut off the Wi-Fi, or investigate the feasibility of becoming Amish. But instead of taking their tech away (or just running away), why not just teach them how to use all of it responsibly and for their benefit?

Devorah Heitner, author of Screenwise: Helping Kids Thrive (and Survive) in their Digital World and the blog RaisingDigitalNatives.com, says it’s totally possible to teach young kids how to apologize to someone without emoji, deal with cyberbullies, and find a better use for YouTube than creepy unboxing videos. Here’s some of the practical screen etiquette for plugged-in youth that she’s been preaching in paper books and IRL seminars.

How Kids Can Use Digital Media Responsibly

Flickr / Lens-Cap

Be A Technology Role Model
Heitner says, whether you realize it or not, you are always modeling how someone should behave with a screen. Right now, while you’re reading this, your kids are watching (just be cool). Any time you’re phubbing the real human beings in the room, your kids are making a mental note. So, if you expect them to quit an app when you ask — you first.

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by MindMake via MindMake Blog

Tuesday, July 26, 2016

Five Critical Skills to Empower Students in the Digital Age

http://ift.tt/2arrWvH Five Critical Skills to Empower Students in the Digital Age

MindShift | 

The beginning of the school year is a time to set the tone for a student’s learning experience, including what teachers expect from students and families. But that first week of school is also the time to teach valuable learning skills that will be used throughout the year. Alan November, a former teacher turned lecturer, consultant and author, challenged teachers to rethink how they start the school year by outlining skills that are crucial to students to learn in the first five days of school. He shared his vision at the International Society for Technology in Educationconference in Philadelphia.

1. Learn How to Ask the Right Questions

Questions are at the heart of learning, but some questions create a narrow lens while others widen the field of inquiry. November displayed “A Questioning Toolkit” developed by Jamie McKenzie that explains the many types of questions. McKenzie uses the toolkit with students as young as kindergarten to help stretch young minds think beyond the ‘right’ answer in all their learning. Varieties of questions include probing, subsidiary, organizing, divergent, sorting, etc.

“I’m pretty confident that during the entire year, some kids might only ask the same questions over and over again,” November said. “They don’t have the repertoire of all these questions.”

2. Know How to Get Answers

Search engine results are determined by several factors, including user location and search history. But to dig deeper and find better answers, students need training on how to do advanced searches. This means becoming skilled at using search operators, understanding sources and thinking carefully about search terms. Everyone assumes they know how to use Google with confidence, but knowing how to search for specific information well takes practice. On the first day of school, November said he would teach students how to properly query documents, images, music, maps, etc.

“I have this sinking feeling that we’ve never taught them to design good queries in Google,” he said. “We didn’t build a rigorous creative curriculum in teaching children the algorithm and coding you need to understand how to use it and the creative imagination that kicks in to understand perspective from another place where you do not live.”

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by MindMake via MindMake Blog

Monday, July 25, 2016

My Kids Can’t Entertain Themselves, And It’s Driving Me Bonkers

http://ift.tt/2ao0heS My Kids Can't Entertain Themselves, And It's Driving Me Bonkers

Scary Mommy | 

I love my kids to bits, but like most parents, I grumble about them plenty. I actually think it’s totally healthy for parents to vent — it prevents us from going crazy. I’ll complain to family and friends with things like, “I just wish I could eat a meal in peace!” or “I simply want to poop alone,” or “Why can’t I freaking get anything done around here?”

Usually the response is: “Oh, I so get that. You’re not alone. It will pass.” But occasionally, someone will say something to me along the lines of, “You should just let them play. Teach them to entertain themselves!” I know it’s not meant to be mean or judgmental. But when people say that to me, I want to respond with: “You just don’t get it!”

Maybe something is wrong with me, or with my kids. Who the hell knows. But my kids do nothing like “entertain themselves” unless you count the hours they spendbeing entertained by their iPads. And believe me, my kids play all the time, but I can’t just let them at it, and then go do something else — that is, unless I want a my house destroyed or if I feel like making a couple of trips to the ER.

I’ve got two boys, a 3-year-old and a 9-year-old. My 3-year-old can actually play by himself sometimes. I mean, god forbid I tell him to do so, but if left to his own devices and if he’s in the right mood, he can spend maybe 20 or 30 minutes playing superheroes by himself. But if he’s cranky, or if his big brother is around to distract him (butt in), there’s no way.

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by MindMake via MindMake Blog

Saturday, July 23, 2016

Augmented Reality Technology Brings Learning to Life

http://ift.tt/2aCit0z Augmented Reality Technology Brings Learning to Life

Harvard Graduate School of Education | Deborah Blagg

When middle school students describe something they did in school as “cool,” “exciting,”  and “fun,” educators who are more accustomed to hearing “Why are we learning this?” tend to sit up and take notice. Over the past several years, Professor Chris Dede and postdoctoral fellow Patrick O’Shea have been pursuing the U.S. Department of Education Star Schools-funded research that, in its early stages, seems to be capturing the imaginations of teachers and students alike. The project — which was conducted in collaboration with research assistants Catherine “Sam” Johnston, Ed.M.’04, Ed.D.’09; Rebecca Mitchell, Ed.D.’09; and former postdoctoral associate Matt Dunleavy — leveraged the power and panache of handheld technologies to enhance middle schoolers’ engagement in learning. For under-resourced schools, it also holds promise for addressing equity concerns when it comes to technology-based learning.

Dede has been studying immersive technology and issues at the juncture of science, education, and technology for more than three decades, working with students from public schools, the military, higher education, and the corporate world. O’Shea’s doctorate is in urban studies, with an educational technology focus. Collaborating with colleagues from MIT and the University of Wisconsin, Madison, the two are completing analysis of a learning exercise they designed to use augmented reality (AR) — real world activities with a superimposed virtual simulation — as an instructional tool both to build middle-schoolers’ math and language arts skills and to spark excitement about learning.

“Most kids at this age tend to become disengaged from learning,” Dede said. “Technology gives us a way to recapture their attention. Also, many of them think academic subjects are abstract and have little to do with the world around them. Giving them an assignment that takes them out in their own neighborhoods immediately establishes the relevance of their task.”

The team developed two exercises for the purpose of formative evaluation. Alien Contact!, the first exercise, took place during the 2006-2007 academic year and involved students and teachers from two middle schools and one high school in the Boston area. Outfitted with cell phones and GPS-enabled, handheld computers, students at each school were directed to nearby locations to interview virtual characters and inspect digital items related to a mysterious alien invasion. Working through math and literacy problems enabled students to determine why the aliens had landed. Using the same technology, but incorporating lessons learned from Alien Contact!, the team tested a second curriculum in 2008. Gray Anatomy asked participants to solve the mystery of why a gray whale had beached itself nearby. In both exercises, students worked in groups, and each student in the group was assigned a unique role and received different clues or questions to answer. Assembling the pieces of the puzzle required not just factual knowledge, but also effective communication and collaboration.

LEARNING FROM ALIENS

“In terms of designing an augmented reality curriculum,” said O’Shea, “we were learning by doing. When you don’t have a blueprint, some things work well, but you also get a few surprises.” One unintended outcome in Alien Contact! was the extent to which the groups viewed the exercise as a race to finish first among the different student groups. “Competition isn’t necessarily bad,” said O’Shea, “but we had to choose whether we should leverage or short-circuit it.” In Gray Anatomy, the team decided on a curriculum with a less linear path. “Gateway characters opened up many other characters that could be engaged in any order,” O’Shea said, “so there was much less chance that students would be able to tell whether they were ahead or behind by looking at other groups’ positions.”

In a related issue, curriculum developers noticed that students in the first version of Alien Contact! were experiencing cognitive overload. “They were rushing through and accomplishing all the required interactions in the 50-minute timeframe, but they really didn’t have time to process the information they received,” said O’Shea. In a revised version of Alien Contact! and in Gray Anatomy, the team capped the number of interactions in each session at six.

Both Dede and O’Shea agreed that curriculum development — not technology — is the key to augmented reality’s potential as a teaching tool. “If you don’t design a sound curriculum, then it doesn’t matter how good the technology is,” O’Shea said. “The novelty will wear off eventually, and you’re back to square one.”

Dede said he tries to avoid thinking about technology “as a solution looking for a problem.”

“I look at problems in education that are persistent and challenging,” he said, “and work my way back to the kinds of pedagogy, content, assessment, teacher professional development, parental input, and other variables involved to see if there might be a way that technology could make a difference.”

DETERMINING AR’S POTENTIAL

To see if AR can make a difference, Dede’s team tested students’ math and language-arts skills before and after they worked with the technology. Students were also tested with an affect survey instrument before and after the exercise, and results were compared with students who participated in a board game version of the AR assignment.

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by MindMake via MindMake Blog

Friday, July 22, 2016

Outdoor Learning ‘Boosts Children’s Development’

http://ift.tt/2aAlONN Outdoor Learning 'Boosts Children's Development'

BBC News | Mark Kinver

Outdoor learning can have a positive impact on children’s development but it needs to be formally adopted, a report suggests.

Childhoods were dramatically changing, with fewer opportunities to spend time outdoors, researchers observed.

The loss of exposure to the natural environment would have negative long-term consequences, they warned.

Establishing an “outdoor learning hub” would help teachers, and help shape policies and strategy, they suggested.

Long-term risks

The report highlighted previous studies that showed that busier family lives, combined with an increased sense of fear in society, children were having fewer opportunities to explore their surrounding natural environment.

This was hampering children’s social skills as well as risking stifling their long-term physical, emotional development and wellbeing. Therefore, it was important that schools did not overlook the opportunities that outdoor learning provided to bridge this gap.

“At the moment, if outdoor learning is part of a school’s curriculum in England, it is largely because the teachers recognise the value of it,” said report co-author, Sue Waite, a reader in outdoor learning at Plymouth University, UK.

“With so much focus on academic attainment, there can be pressure on teachers to stay in the classroom which means children are missing out on so many experiences that will benefit them through their lives.”

Joined-up thinking

Ms Waite added that the report showed that although there was a significant body of research that supports outdoor learning in both formal and informal contexts, it was likely to remain on the margins of education until the benefits were recognised by policymakers and reflected in policies. The report calls for it to be adopted by national curricula.

The report made a number of recommendations, including the establishment of a “strategic policy/research hub” to “collate existing research, prioritise future research needs and help improve the alignment between research and policy”.

The report also proposed a “Framework for 21st Century Student Outcomes” that could be delivered through regular lessons in natural environments.

The outcomes were grouped into five themes:

  • A healthy and happy body and mind
  • A sociable, confident person
  • A self-directed and creative learner
  • An effective contributor
  • An active global citizen

“We need to be a little bit clearer about what forms of outdoor learning meet what purposes and aims (of curricula),” Ms Waite told BBC News.

“So rather than just being outdoors magically making things happen, activities such as residential outdoor experiences would be particularly effective for developing social skills and leadership,” she said.

“Whereas field studies would be particularly effective for greater awareness of the environment.

“What we argue in the report is for people to think about the purpose and place (of the activity), as well as the people involved, in order to construct different forms of outdoor learning that will meet certain (teaching) aims.”

Ms Waite said that the findings acknowledged that schools were under pressure to deliver results, and found increasing constraints on time, finance and other resources.

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by MindMake via MindMake Blog

Thursday, July 21, 2016

Can ‘Minecraft’ Really Change the Way Teachers Teach?

http://ift.tt/2aaTkel Can 'Minecraft' Really Change the Way Teachers Teach?

Motherboard | Steven Messner

To call Minecraft anything less than a phenomenon would be an understatement. Since releasing in 2009, it has sold more than a hundred million copies across almost every gaming platform and continues to sell another 50,000 more each day. Among children anywhere from toddlers to young adults, Minecraft is especially popular, so it’s no surprise that it has seeped its way into more than a few classrooms through teachers looking to build a sturdier bridge to their students.

Earlier this year, Microsoft announced an official investment in bringing Minecraft to the classroom in the form of Minecraft: Education Edition, a reimagining of Minecraftwith additional tools aimed at educators. And on June 9, Education Edition was launched as a free early access version aimed at giving teachers time to prepare to use Minecraft in the classroom this fall. But Minecraft: Education Edition is more than a reskin of the popular game with a few extra tools, it is one part of a powerful change in the way we are thinking about learning and growing in the classroom.

“We’ve seen a decade and a half of research and interest in game-based learning,” said Deirdre Quarnstrom, director of Minecraft Education at Microsoft. “Educators are looking for new ways to reach and engage their students and to bring new technology [into the classroom]. Game-based learning fits in very well with meeting students where they are. They’re playing games at home, using digital devices, and navigating virtual worlds, so they’re already very familiar with this.”

Minecraft: Education Edition is, what Microsoft hopes, the tool that educators need to reach a modern generation of students. Developed in 2009 by Swedish programmer Markus “Notch” Persson and published by Mojang, Minecraft started out as a relatively simple “sandbox” style game that would randomly generate vast worlds composed of blocks. Players could then break these blocks to harvest resources, fashion tools, and then reform them to shape the world however they pleased. As the game began to explode in popularity in early 2011, new features were regularly added to increase all the ways players could interact—giving Minecraft an absurd amount of depth. Players can do everything from erect one-to-one models of fictional cities to building a working guitar.

Tuesday, July 19, 2016

Why Pokemon GO is so popular with your teen…

http://ift.tt/2a8iNEY Why Pokemon GO is so popular with your teen...

SCREENAGERS | Delaney Ruston

Pokemon GO is sweeping the nation. Kids (and adults) are running around trying to spot imaginary characters floating in the real world. It’s getting kids outside and moving but they are still looking down at their screens. This is a highly seductive game that has found a way to tap into the reward centers of teen’s brains. Some things to know about teen’s brains:

  • During adolescence is when a person is most susceptible to pleasure-producing behaviors and substances.
  • The part of the brain that is responsible for things such as planning and impulse control (the frontal cortex) grows slowly over the teen years and is not fully developed until our 20s.
  • MRI brain scans of people that play video games for about 20 hours a week show patterns similar to scans of people addicted to drugs.

Most of the kids out there are just having fun and exhibiting compulsive thoughts, not necessarily addictive behavior, but if you feel like your child is struggling with a game addiction this is what to look for:

  • obsessive thoughts
  • significant negative life consequences
  • withdrawal (i.e., being severely annoyed when not on a screen)
  • tolerance (needing more and more time)
  • using the activity to relieve anxiety or guilt

Distraction is a real problem with this game.  Whether they are walking without looking and then falling and bumping into things or using it while driving. this can be physically dangerous. Distracted driving is one of the leading causes of teen death. According to the NHTSA “Ten percent of all drivers 15 to 19 years old involved in fatal crashes were reported as distracted at the time of the crashes. This age group has the largest proportion of driv­ers who were distracted at the time of the crashes.”

Please tell your kids to look up.

Common Sense Media did a safety review and says:

“Playing the game, which appeals to a wide range of ages, involves various safety and security issues, including allowing the possibility of full access to your Google account (for players who log in via Google) — though the developers are in the process of addressing this situation at the time of this review. Other risks include physical injury due to distraction, being directed to unsafe places or onto private property, and even becoming a target for assault or robbery (all of these things have already happened to players in the real world). A player’s location is tracked, stored, and revealed to nearby players, including both children and adults.”

For those kids that are inside playing video games for hours, this is an improvement. But, for kids that are not generally seduced by games, this seems to be pulling them in too. Kids are already spending a huge number of hours on their devices. Kaiser Family Foundation survey found that boys spend about 1 1⁄2 hours a day on average playing video games, while girls spend on average about 40 minutes day playing video games. On the other hand, according to a Common Sense Media census, girls spend on average 1 1⁄2 hours a day on social media while boys spend about 50 minutes per day. One of the big questions is: does this replace the time youth spend on other games and social media or does it add to it?

What do you think?

This article was originally posted at SCREENAGERS.  Watch the trailer for SCREENAGERS movie trailer.


by MindMake via MindMake Blog

Monday, July 18, 2016

Apple’s New Game That Teaches Kids How To Code

http://ift.tt/2a57Fs9 Apple’s New Game That Teaches Kids How To Code

Time Magazine | Lisa Eadicicco

Swift Playgrounds is the latest effort to help kids learn to become programmers

One recent evening, I spent my 40-minute commute guiding a friendly cyclops around a maze in search of gems. After moving the creature with a series of taps, he managed to navigate his way across the puzzle to advance to the next stage.

What I’m describing could be the premise of any smartphone game. But by playing this one, I’m learning the building blocks of computer programming.

Apple’s Swift Playgrounds platform, which the company unveiled last month and will be launching later this year, uses puzzles to teach newcomers the basics of writing computer code. The games and lessons are geared toward middle school students, but they are accessible to anyone with an iPad and a desire to learn how to build apps for Apple’s devices.

Apple’s new platform is just one of a class of apps, games and toys that seek to make computer programming easier to grasp, especially for children. Apps like Lightbot and games found onCode.org communicate the core concepts of writing code through basic puzzles. Toys like the Hackaball and Google’s new Project Bloks seek to impart these lessons by tasking children with programming tangible objects.

But Apple employees say Swift Playgrounds stands out because players use real lines of code. “We’re not hiding code, or running away from the fact that it is code,” says Wiley Hodges, director of tools and technologies product marketing at Apple.

Indeed, to help my character, appropriately named “Byte,” find his goal, I had to issue commands in the correct order. Each command is formatted just like a line of code in Apple’s programming language, called Swift. To walk toward the left, I had to enter the command “turnLeft( ).” Retrieving the gem at the end of the level requires the command “collectGem( ).” Some similar games, like the Star Wars-themed one on Code.org, also require players to input lines of code to move their character .

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by MindMake via MindMake Blog

Saturday, July 16, 2016

Everything You Need to Know About Pokémon GO

http://ift.tt/29JHHb9 Everything You Need to Know About Pokémon GO

By Common Sense Media

Parents need to know that Pokémon GO is an insanely popular augmented reality game (based on the huge franchise of video games, card games, and other media) that requires an internet connection with GPS tracking and movement in the real world.

Playing the game, which appeals to a wide range of ages, involves various safety and security issues. Privacy concerns are being explored and addressed, so it’s best to consistently update to the current version and check your settings.  Other risks include physical injury due to distraction, being directed to unsafe places or onto private property, and even becoming a target for assault or robbery (all of these things have already happened to players in the real world).  A player’s location is tracked, stored, and revealed to nearby players, including both children and adults.

Everything You Need to Know About Pokémon GO

The game requires a large amount of power and drains phone batteries quickly. Its privacy policy indicates that user information — including name, email, age, and location — is collected; parents of children under 13 must confirm their child’s account or contact the Pokémon Company International to refuse the company access to this information (this, plus the other risks, is the reason for our age rating).

The privacy policy was updated July 1, and a disclaimer at the start indicates it could change further at any time.

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Friday, July 15, 2016

How We Learn Fairness

http://ift.tt/29BfKnj How We Learn Fairness

The New Yorker | 

A pair of brown capuchin monkeys are sitting in a cage. From time to time, their caretakers give them tokens, which they can then exchange for food. It’s a truth universally acknowledged that capuchin monkeys prefer grapes to cucumbers. So what happens when unfairness strikes—when, in exchange for identical tokens, one monkey gets a cucumber and the other a grape?

When Sarah Brosnan and Frans de Waal carried out just this experiment, in 2003, focussing on female capuchin monkeys, they found that monkeys hate being disadvantaged. A monkey in isolation is happy to eat either a grape or a slice of cucumber. But a monkey who sees that she’s received a cucumber while her partner has gotten a grape reacts with anger: she might hurl her cucumber from her cage. Some primates, Brosnan and de Waal concluded, “dislike inequity.” They hate getting the short end of the stick. Psychologists have a technical term for this reaction: they call it “disadvantageous-inequity aversion.” This instinctual aversion to getting less than others has been found inchimpanzees and dogs, and it occurs, of course, in people, in whom it seems to develop from a young age. The psychologists Alessandra Geraci and Luca Surian have found, for example, that babies as young as twelve months prefer fair-minded cartoon animals to unfair ones.

And yet, for humans, an aversion to getting less is just one aspect of unfairness. Unlike other animals, we sometimes balk at receiving more than other people. Technically speaking, we experience “advantageous-inequity aversion.” In some situations, we’ll even give up something good because it’s more than someone else is getting. In those moments, we seek to insure that the distribution of goods remains fair. We don’t want the long end of the stick, either.

It seems likely that our aversion to being disadvantaged is innate, because we share it with other animals. The question for psychologists is whether our aversion to benefitting from inequality is innate, too—or, alternatively, if it’s learned through some form of socialization. In December, the psychologists Peter Blake, Katherine McAuliffe, Felix Warneken, and their colleaguespublished the results of experiments designed to answer this question. Their research spanned seven nations—India, Uganda, Peru, Senegal, Mexico, Canada, and the United States—and looked at close to nine hundred children, aged four to fifteen. They examined whether advantageous-inequity aversion—A.I., as they call it—emerges in all cultures, and, if it does, whether it emerges in the same way everywhere.

Their method was relatively simple. They sat two children down at a table, each in front of an empty bowl. Above each bowl was a tray, onto which the experimenter placed candy. Often, she distributed candy unfairly: she might place four candies on one tray and only one on the other. The child being tested then faced a choice. She could pull a green handle to accept the presented candies, causing them to fall into their respective bowls—or she could pull a red handle to reject them, causing all the candies to fall into a third, off-limits bowl, in the center.

The researchers found that, all over the world, children tended to reject the candies when the split favored the other child. (That is, they rejected disadvantageous inequity, or D.I.) They also found that some, older kids would reject advantageous offers. None of that is surprising. A.I. has been documented among adults many times in the past; in one early study, from behavioral economist George Loewenstein and his colleagues, as many as sixty-six per cent of participants disliked getting more than someone else. The surprising part is that the kids only displayed A.I. in three countries: Canada, the United States, and Uganda. In the other countries—Mexico, India, Senegal, and Peru—they enjoyed the sweet taste of inequality.

These results raise some fascinating questions. Why were kids from only certain countries bothered by having an unfair advantage? And were they rejecting those unfair offers because they cared about fairness—or for some other, less obvious reason?

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by MindMake via MindMake Blog

Thursday, July 14, 2016

The Joys and Challenges of Parenting in a World of Screens (or, ‘Just Five More Minutes!’)

http://ift.tt/29S1Hyg The Joys and Challenges of Parenting in a World of Screens (or, 'Just Five More Minutes!')

Huffington Post | Susan Stiffelman

My boys want to play video games all the time, and my 13-year-old daughter is crazy for texting and Facebook. They don’t bother me when they’re online, but I know I should set limits. But when I tell them to turn those things off, they make an awful fuss. Help!

Across the globe, at this very moment, children on iPads, cell phones, video games and computers are begging their parents for “just five more minutes.” It’s no surprise. Screens offer incomparable fun and social connectivity.

To say that the digital world exerts a strong pull on our children is an understatement; most adults have a hard time hitting the off switch. (I’m just going to check my Facebook page one more time… click one more link… post one more comment…)

We have arrived in the digital world without a map or compass. Without doubt, the digital world offers untold riches: We can stay up to date with loved ones, learn things we might otherwise never be exposed to, entertain ourselves 24/7— and the list goes on. A handheld device can become a portal into a world rich with discovery, whether in the hands of a ten year old in Chicago or a young woman in an African village.

AND, as parents, we need some idea of the lay of the land if we are to raise children who develop the self-regulation and self-awareness that will allow them touse technology without being consumed by it.

This week, I will be hosting a free, four day, online tele-series on Parenting in the Digital Age, and I want to offer a special invitation to my HuffPost Parents readers to join in this stellar program at no charge. You’ll hear Dr. Dan Siegel talk about how we can help teens create more balance in their screen use. Byron Katie, author of Loving What Is, will talk about how connection with our children enhances their willingness to join us offline. Alanis Morissette will share insights into how we can handle our children’s frustration when it’s time to hit the OFF switch. Altogether, nineteen highly respected experts will share guidance and practical tips for parenting in the digital age. Please click to join!

Here are a few things to keep in mind about parenting in the digital age:

• Get clear. Most parents know that consistency is important, but if we are to establish clear guidelines about when our kids can and can’t plug in to their devices, we first have to locate clarity within ourselves. When we’re hazy or uncertain, our kids will invariably hard to convince us to bend the rules. If you are indecisive, ask yourself why? Are you confused about how much is too much time on devices? Afraid of your child’s anger? Simply too tired to argue? By discovering what fuels your lack of resolve, you’ll be better able to establish screen time rituals and routines that will reduce constant negotiations for more time or access.

• Know your child. Some youngsters can enjoy the iPad or online games without having too much trouble when it’s time to hit the OFF button. Others cannot; they come absolutely unglued when it’s time to unplug, lashing out with aggression, or sinking into a state of depression or ennui. Set guidelines based on your particular child, rather than adapting “rules” established by an expert or following suit with friends or family’s suggestions.

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by MindMake via MindMake Blog

Tuesday, July 12, 2016

How To Weave Growth Mindset Into School Culture

http://ift.tt/29E6l1h How To Weave Growth Mindset Into School Culture

MindShift | 

Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at Arroyo High School in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar.

Rodriguez is now a senior and her approach to school has changed dramatically over her high school career. She attributes her shift to her freshman science teacher, Jim Clark, who taught the class about growth mindset from the very beginning and backed up the discussion with action.

“He would tell me, ‘You need to push yourself, that’s how you’re going to grow. Be confident. You’re not always going to be successful on your first tries, but you can get there,’ ” Rodriguez said.

She didn’t believe him at first; she thought she just wasn’t good at science. But with Clark’s insistence and support, she started participating in class more and struggled through difficult units.

When Clark suggested Rodriguez take AP biology she resisted, scared she’d be unprepared for the challenge. She thought that if she had struggled in freshman biology, there was no way she could hack the tougher course. But Clark convinced her to challenge herself, making the case that no one grows inside their comfort zone. Rodriguez says that class changed her life.

“It was one of those classes where the bell rings and you don’t want to leave. You want to keep discussing,” Rodriguez said. “And it’s what I want to do now for a career. I really love biology.”

In the summer between her junior and senior year, Rodriguez even took a college-level genetics class for fun, although she found out later she’d get college credits for it.

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by MindMake via MindMake Blog

Monday, July 11, 2016

Social Media Red Flags Parents Should Know

http://ift.tt/29yoH2G Social Media Red Flags Parents Should Know

Common Sense Media | Christine Elgersma

It can be hard to keep up with the latest apps that kids are using. Just when you’ve figured out how to talk to your kids about Facebook, they’ve moved on to Instagram or Snapchat. But here’s the deal: Even when new apps come along, adding new features such as the ability to disappear or track your location, they’re often not that different from other apps. And if you know what to look for, you can help your kid avoid some common social media pitfalls such as drama, cyberbullying, and oversharing.

Does a red flag mean your kid shouldn’t use a particular app? Not at all. Most kids use social media apps safely — and kids don’t always use every feature of every app. Also, you can often disable certain features so they’re no longer a problem. Finally, talking about using social media safely, responsibly, and respectfully is the best way to help your kid identify and avoid red flags. Here are the most common social media red flags, the apps they’re found in, and tips for dealing with them.

Age-inappropriate content. Some examples: Ask.fm, Tumblr, Vine
Friends can share explicit stuff via messaging (for example, sexting), but the bigger concern is whether an app features a lot of user-generated content that isn’t appropriate to your kid’s age. Your teen may not even need to follow users who are posting explicit stuff to come across it.

  • What to do: Ask your kid whom she follows, and ask to see what’s being posted. Use the app yourself and get a sense of what comes up in an average feed. Then try searching for content you’re concerned about and see how easy it is to find. Check the terms of use to see what the app allows and whether users can flag violators.

Public default settings. Some examples: Instagram, Tumblr, Twitter, Vine, Ask.fm
Many apps allow a user to have a public or private profile, only shared with friends; however, some apps are public by default, which means that a kid’s name, picture, and posts are available to everyone.

  • What to do: As soon as you download the app, go into the settings to check the defaults. If a kid is using the same program on a browser, check there, too.

Location tracking and sharing. Some examples: Twitter, Facebook, Snapchat, Instagram,Messenger
Wherever you go, there you are — and your social media apps know it. Though you may only indicate a city or neighborhood in a profile, allowing location identification often means that you’re tracked within a city block, and your posts may include your location.

  • What to do: Turn off location settings on the phone AND in the app; check to see whether previous posts include location information, and delete it.

Real-time video streaming. Some examples: YouNow, Periscope, Meerkat (Facebook soon)
Live streaming is just that — live — so it’s very easy to share something you didn’t mean to. Kids may use these apps in private (such as in their bedrooms) and inadvertently share personal information without knowing exactly who is watching. Though they may seem temporary, embarrassing or mean moments are easily captured and shared later.

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by MindMake via MindMake Blog

Saturday, July 9, 2016

Is Virtual Reality Poised to Bring Big Changes to Education?

http://ift.tt/29CE0Xf Is Virtual Reality Poised to Bring Big Changes to Education?

EdWeek Market Brief | Michele Molnar

Virtual reality has been hyped as the “next big thing” for more than two decades, but is 2016 the year that it finally makes a break into schools in a big way?

Some might argue it already has. The increasingly popular Google Expeditions—virtual field trips that students can “take” via smartphones tucked into Google Cardboard viewers made out of the material by the same name—are a simple form of VR. Students hold the viewers—which are designed so that their field of vision is completely focused—up to their eyes, use an app that displays the video to produce an immersive experience that takes students to any of up to 150 destinations, and get the feeling of being inside, or at, the location that is unfolding before their eyes.

Still in “closed beta,” Google Expeditions are being tested in schools that pre-register with the company. Schools must apply and be accepted to officially participate in Google Expeditions. Yet it’s not rare to find a school where students have been on these virtual trips.

“More than half a million students have experienced it,” Jonathan Rochelle, director of product management at Google for Education, told an audience of about 500 at BETT, the British Educational Training and Technology show that I attended in London last month, as he unveiled “expeditions” to Buckingham Palace, and the Great Barrier Reef, narrated by David Attenborough.

VR is also one of the trends that venture capitalists are interested in this year, according to an EdWeek Market Brief article by my colleague Michelle Davis.

And more than one-third of tech-oriented people surveyed at a Consumer Electronics Show, or CES, booth in early January identified education as the area most likely to benefit from VR.

“One of the biggest trends we see is virtual reality,” said Mike Fisher, associate director forFuturesource Consulting, a U.K.-based research firm at a presentation hosted by his company in conjunction with BETT. After the show though his company released a report saying that “there was very little practical demonstration” at BETT of the “Internet of Things” in education, other than Google Expeditions via Cardboard.

The View From the Lab

At CES in Las Vegas last month, “education” was identified in a survey as the industry most likely to benefit from the widespread adoption of virtual or augmented reality—the latter a technology that overlays information and images as one goes about day-to-day life, without using an immersive headset. Augmented reality, or AR, is the idea behind the Google Glass headset, which the company suspended production on last year. (As Forbes magazine wrote, “When Google announced that they had invented a device that put a computer in front of your eye, the world collectively gasped. Google Glass was, and is, a stunning technological accomplishment.” The magazine attributed the fact that it was sent “back to the lab” as a failure in launch marketing.)

In that CES survey taken by 1,567 people who stopped at the Institute of Electrical and Electronics Engineers booth, 36 percent of participants indicated that the education sector would see the biggest impact and that AR or VR would translate well into areas such as “virtual classrooms and AR/VR-enabled textbooks,” according to a statement by the organization, whose mission is to advance technology.

“Mostly early adopters attend CES,” said Todd Richmond, director of advanced prototype development at the Institute for Creative Technologies at the University of Southern California and a member of IEEE, in a phone interview. “What’s interesting is that, even among people at CES, not everybody had experienced VR first-hand,” he said. “For some of those people, that was the first time they had experienced VR.”

This select audience’s view that education is the most likely realm to benefit from the technology isn’t far afield, said Richmond.

The Institute for Creative Technologies at USC, for instance, has a patent-pending design for a viewer that clips onto a tablet and creates the same effect as a Google Cardboard, he said. “The top part is an immersive 3D (experience), and the bottom half of the display can show text, videos, or be a virtual joystick controller so you can control what you’re viewing,” Richmond explained.

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by MindMake via MindMake Blog

Friday, July 8, 2016

Are Your Kids Addicted To Their Phones? ‘Screenagers’ Wants to Help

http://ift.tt/29GRunT Are Your Kids Addicted To Their Phones? 'Screenagers' Wants to Help

Forbes | Keith Wagstaff

In the new documentary  Screenagers, kids can’t stop playing with their phones. It’s a problem many parents face —including director Delaney Ruston, a physician serving as Stony Brook Medicine’s filmmaker in residence.

“My son wanted to play more video games and my daughter was always on social media,” Ruston told me in an interview. “I was at a loss. I found myself getting mad at them and then feeling guilty.”

Her kids aren’t the only ones glued to their devices. According to Common Sense Media, teens spend nearly nine hours a day in front of a screen. That includes the TV, which kids watch while doing their homework or messaging each other on social media, and their phones and tablets.

Adults can get addicted to social media too, of course. I checked both my Instagram and Facebook FB +0.92% feeds while watching the film. (Sorry, Delaney!) But teenage brains release dopamine with abandon. It’s not a coincidence that your 16-year-old seems so dramatic. When their device buzzes and they see a “Like,” they get a rush from it that most adults don’t, making it harder for them to put their phones away.

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The Case For Teaching Your Kids To Code

http://ift.tt/29zw9vk The Case For Teaching Your Kids To Code

Fast Company | Jonathan Stern, Fatherly

Not only are tech jobs going to be the jobs when your son or daughter graduates high school (by 2020, the U.S. will create 1.4 million jobs in computer science-related fields), chances are, those who have them are going to have more job security, a better salary, and probably more helpful robot butlers than you.

Zach Sims wanted to learn how to code, so he launched the online platformCodecademy five years ago, and now anyone can go there to learn programming languages from Java to Python. “I’m not a programmer by trade,” says Sims. “We actually started the company to teach me to program, and this is the hands-on learning experience that I wanted.”

It’s become pretty common to grumble that America doesn’t make things anymore, but that’s not exactly true—it’s just that old people like you can’t necessarily envision what it is we’ll be making in 20 years. You know who can envision it? Your kid, after they learn how to code.

IT’S THE FOURTH “R”

In the days of floppy disks and Revenge of the Nerds movies, the computer science classrooms were full of bespectacled pariahs. Now programming is a fundamental part of early education. “Classically there are the the Rs of literacy: reading, writing, and arithmetic,” says Sims. “We think that algorithm should be the fourth R. It is a foundational set of skills and framework for people to have in the 21st century.” If your kid’s school doesn’t offer computer science, it may be time to disband the PTA.

TEACH THEM HOW TO MAKE MISTAKES

Problem solving, critical thinking, and even spelling improves when kids start coding. But one of the most important skills that students pick up is how to fix mistakes. “You find plenty of bugs in code,” says Sims. “How do you go through a systematic process of finding and eliminating error? In coding, you learn that it’s okay how to make mistakes, as long as you know how to fix them.”

PROGRAMMING FOR PRESCHOOLERS

These days, you don’t even need to know how to type to start coding (and you really don’t need techno music and a multiscreen command module). Children in preschool can be taught how to think in developing languages using toys and apps geared toward their age group. At this basic level, kids between 2 and 5 are learning how putting things in different orders yield different results. Like, underwear first, then pants.

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by MindMake via MindMake Blog

Thursday, July 7, 2016

What Does Successful Parenting Look Like?

http://ift.tt/29kMGiE What Does Successful Parenting Look Like?

Lifehack |  Denise Hill

Every parent wants their kids to be successful. It is the purest wish a parent can have. Making this wish a reality is an entirely different matter.

So what ensures a child’s success? Are some kids genetically predisposed to do better than others or are the parents completely on the hook for ensuring their children achieve their goals? It’s the old nature versus nurture debate–which has been raging since the beginning of time.

Regardless to your inclination on the subject or which side of the debate you find yourself –there is no denying that successful parenting plays a major role in producing stellar kids. Parenting that is ineffective–regardless to the natural intellect and aptitude of a child–can result in behavior issues, delinquency, criminality and academic problems. Good parenting is an essential requirement for producing high achieving children.

What Successful parenting looks like

http://ift.tt/29mHhrP

There is no set recipe for raising kids. Psychologists have found a few common threads of successful parenting:

1. Kids are assigned regular chores

Research shows that when children are given chores at an early age it cultivates in them a sense of responsibility, self-reliance and mastery.

At a Ted Talk event, Julie Lythcott-Haims, former Dean of Freshmen at Stanford University and author of “How to Raise an Adult”  conveyed the idea that kids raised on chores go on to be collaborative coworkers, more empathetic– as they truly understand and have endured struggles. They also are able to work on tasks with minimal hand-holding.

When using chores to build your child’s character, researchers caution that chores and allowance be kept separate. Studies show that external rewardscan actually lower intrinsic motivation.

2. High expectations are established 

Having realistically high expectations for kids is essential to successful parenting. More often than not, children rise to the expectations set for them. The trick is to set the bar high enough that your kids do have to stretch for it but keeping it in the realm of possible.

For example, kids who have parents that expect them to go to college–usually do. Parents manage the child in a way that nurtures academic achievement while their kids work to maintain good grades so they can go to college. Establishing realistically high expectations points your children in the direction of success.

3. Good coping skills are developed

Children have to be taught to manage anger, delay gratification and properly handle conflict in order to achieve success. A lack of healthy coping strategies can lead to health and well-being concerns in children.

4. Children are given room to fail

A parent’s job is to manage and minimize risk–not to eliminate it. Successful parenting involves understanding that failure is a big part of success. And while this may sound counter-intuitive, research shows that more is gleaned from failure than success. Hanging back and giving children room to fail is very difficult for most parents but is essential. Successful failures assist in developing your child’s character, resilience and overall competence.

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by MindMake via MindMake Blog